Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB2K4IF29862; Thu, 2 Dec 2004 15:04:18 -0500 (EST) Date: Thu, 2 Dec 2004 15:04:18 -0500 (EST) Message-Id: <1102017614.2663863699.18039.sendItem@bloglines.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: PHCSJean.2164047@bloglines.com To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1211] RE: Plateaus for beginning ABE readers--2nd & 3rd grade level. Why? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain Status: O Content-Length: 972 Lines: 24 She actually didn't elaborate on it at all. It appeared to be an off the cuff observation after working with adult readers as a tutor. It reverberated with me, and appears to have some validity. But WHY did they get stuck there? The world list in Don's link may have validity, though I'm not convinced about it. I wonder if we used this one with our learners and showed them the rules there if it would help. There's a variety of potential reasons, but it just seems odd that that is such a sticking point for our students. Jean --- nifl-fobasics@nifl.gov wrote: That second/third grade cut off jives with Jean Chall's theories of reading, that first you learn to read, then, around third grade, you read to learn. > Did the author elaborate on the basis for her statement? Was it her observation, some research she had done, or what? And what are the implications of learners being stuck at a second or third grade level for adult basic educators? > Barb Garner > >
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:47:20 EST